Social Psychology Collaborative Presentation

1. Social Psychology Collaborative Presentation By: Taylor O’Hara KalieBrumbaugh Maddie Brown Rachel Ober Bryan Downey

2. Situational Attribution Definition: 1)The tendency to analyze a person’s actions according to the situation they are in, rather than their innate characteristics. 2) An attribute explained or interpreted as being caused by external influences.

3. Dispositional Attribution Definition: • The tendency to analyze a person's actions in light of their personality traits, rather than the situation they are in. • An attribute explained or interpreted as being caused by internal influences.

4. Compare/ Contrast Between Situational and Dispositional Attribution The obvious difference between situational and dispositional attribution is that one involves internal influences while the other, external influences that help to analyze a person’s current actions/personality. They both work to show what causes certain attitude’s whether it be a “situational” cause or “dispositional” cause (a person’s frame of mind).

5. Fundamental Attribution Error Defintion: the tendency for people to over-emphasize dispositional, or personality-based, explanations for behaviors observed in others while under-emphasizing the role and power of situational influences on the same behavior. In other words, people tend to have a default assumption that what a person does is based more on what "kind" of person he is, rather than the social and environmental forces at work on that person. Illustration: One day a waitress is talking rude to her customers. The customers now think that she is a really bad person. What the customers don't know is that usually this waitress is friendly but today the waitress is experiencing one of the hardest days in her life. Her husband just left her for another woman, and she just lost her son in a car wreck. If the customers were aware of the problems the waitress just had, they actually wouldn't mind her negative attitude as much considering her current state. This shows that people judge negative actions and accept it as their true personality.

6. Self Serving Bias Definition:refers to people's tendency to attribute positive outcomes to personal factors, but attribute negative outcomes to external factors. In other words, "If it's a success, it's because of me. If it's a failure, it's because of someone or something else.“ Illustration: If the student does well on the test, he or she is more likely to believe that his or her own ability or effort were the reasons for success. However, if he or she receives a poor grade on the test, the blame will fall on external factors such as luck, difficulty of the task, or uncooperative others.

7. Topic Set 2 • Deindividuation: succumbing to a group’s beliefs; (examples: Military uniforms, opera masks, costumes, Groups in Stanford Prison Experiment) • Group polarization: the tendency of opinions to be exaggerated and far more extremist within the context of a group (Those who watch conservative news become more conservative, those who join political clubs talk to each other and positively reinforce their beliefs, the groups in the Stanford Prison Experiment reinforced the extremism.)

8. Topic 3

9. Groupthink • Groupthink is a type of thought within a deeply cohesive in-group whose members try to minimize conflict and reach harmony without critically testing, analyzing, and evaluating ideas. It is a second potential negative consequence of group cohesion. • A real world example would be the hippie movement in the 1960s and 70s in which people attempted to retreat from their reality and form a free and peaceful society.

10. Conformity • Conformity is the process by which an individual's attitudes, beliefs, and behaviors are influenced by what is conceived to be what other people might perceive. This influence occurs in both small groups and society as a whole, and it may be the result of subtle unconscious influences, or direct and overt social pressure. Conformity also occurs by the "implied presence" of others, or when other people are not actually present. • Conformity is a prevalent theme in school as people comply to the standards set before them in order to "fit in" to different cliques or be popular (peer pressure).

11. Asch’s experiment • Asch tested the power of conformity and created the Asch paradigm. In his experiment, Asch showed participants lines like those pictured below and asked them to compare the length of the lines to the other lines and everyday objects.

12. Obedience • Obedience, in human behavior, is the act of carrying out commands.Obedience differs from compliance, which is behavior influenced by peers, and from conformity, which is behavior intended to match that of the majority. • A real world example of this would be the Nazis that tortured Jews in order to obey their leaders during the Holocaust.

13. Milgram’s Experiment • Social psychologist Stanley Milgram researched the effect of authority on obedience. He had volunteers act as teachers to shock “learner” (actors) in increasingly strong shocks. Milgram was testing to see how far the “teachers” would go until they “killed” the shock patient.

14. Results • Results from the experiment. Some teachers refused to continue with the shocks early on, despite urging from the experimenter. Those who questioned authority were in the minority. Sixty-five percent (65%) of the teachers were willing to progress to the maximum voltage level. • Teachers averaged 83 volts, and only 2.5 percent of participants used the full 450 volts available. This shows most participants were good, average people, not evil individuals. They obeyed only under coercion

15. Conclusion • Milgram Concluded that there were three types of teachers. They either: • Obeyed but justified themselves. Some obedient participants gave up responsibility for their actions, blaming the experimenter. If anything had happened to the learner, they reasoned, it would have been the experimenter’s fault. Others had transferred the blame to the learner: "He was so stupid and stubborn he deserved to be shocked." • Obeyed but blamed themselves. Others felt badly about what they had done and were quite harsh on themselves. Members of this group would, perhaps, be more likely to challenge authority if confronted with a similar situation in the future. • Rebelled. Finally, rebellious subjects questioned the authority of the experimenter and argued there was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter. Some of these individuals felt they were accountable to a higher authority.

16. Pictures

17. Attitudes By Natalie Guillen, Mona Hassan, Alexandra Lavelle, HawaSeo, and Natalie Vos

18. What are attitudes? • A psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor; belief and feeling that predisposes one to respond in a particular way to objects, people and events.

19. How can attitudes change? • Feelings and emotions which make up your attitudes will not just go away. The problem has to be brought out of the subconscious mind and into the open. • Changes in attitude reflect the attainment of awareness

20. Persuasion There are two main types of persuasion: the central and peripheral routes.

21. Central Route • The central route to persuasion involves being persuaded by the arguments or the content of the message.  • Examples: 1.) After hearing a political debate you may decide to vote for a candidate because you found the candidates views and arguments very convincing.

22. Peripheral Route • The peripheral route to persuasion involves being persuaded in a manner that is not based on the arguments or the message content.  • Examples: 1.) After reading a political debate you may decide to vote for a candidate because the person went to the same university as you did.

23. Cognitive Dissonance • This is the feeling of uncomfortable tension which comes from holding two conflicting thoughts in the mind at the same time. • The ways of relieving this can include 1. Change our behavior. 2. Justify our behavior by changing the conflicting cognition. 3. Justify our behavior by adding new cognitions.

24. Festinger’s Research • Festinger first developed this theory in the 1950s to explain how members of a cult who were persuaded by their leader that the earth was going to be destroyed on 21st December and that they alone were going to be rescued by aliens, actually increased their commitment to the cult when this did not happen. The dissonance of the thought of being so stupid was so great that instead they revised their beliefs to meet with obvious facts: that the aliens had, through their concern for the cult, saved the world instead. • In another experiment, Festinger and Carlsmith got students to lie about a boring task. Those who were paid $1 for the task felt uncomfortable lying.

27. Social Psychology Jonathan Criollo MaximoAgoglia Rosemary Lakoski Andres Corredor Rachel Richardson

28. Bystander Effect • The theory behind this phenomenon is that an individual’s likelihood of helping a person in need is directly tied to the number of people witnessing the person’s need at the same time. • The most frequently cited example of the bystander effect in introductory psychology textbooks is the brutal murder of a young woman named Catherine "Kitty" Genovese. On Friday, March 13, 1964, 28-year-old Genovese was returning home from work. As she approached her apartment entrance, she was attacked and stabbed by a man later identified as Winston Moseley. Despite Genovese’s repeated cries for help, none of the dozen or so people in the nearby apartment building who heard her cries called police to report the incident. The attack first began at 3:20 AM, but it was not until 3:50 AM that someone first contacted police.

29. Diffusion of Responsibility • DEFINITION: Diffusion of responsibility: Ability or willingness of the members of a group to share the burden of the negative consequences of a poor collective decision. • STORY: Once while I was jogging along Lake Michigan, I came upon a large crowd surrounding a middle-aged man lying supine on the ground. I stopped to assess the scene and saw the man wasn't moving—at all. Two people were bending over him and trying to shake him awake. "What happened?" I asked. "He fell," someone said, a woman. "Did anyone see it?" She nodded. "He was walking along and maybe he tripped or something—I couldn't tell—but then he just...crumpled." I identified myself as a doctor, pushed my way through the crowd, and checked to see if he was breathing. He wasn't. Did he have a pulse? He didn't.This wasn't an evil crowd that was glad someone had collapsed. It was a large crowd, of strangers, many of whom had undoubtedly seen him collapse besides the woman to whom I'd spoken. They were all concerned, I'm sure—and at least two among them hadn't entirely surrendered to the shock of seeing someone fall unconscious. But no one, it seemed, had done the single most critical thing, the thing that literally meant the difference between life and death for him: called 9-1-1. • Diffusion of responsibility doesn’t serve much of a purpose, however the limitations are endless. Many people will not take action when it is crucial for the survival of someone else, or for their own benefit.

30. Social Facilitation • Definition: The presence of one person affects the behavior of another. • Zajonc created another study to test his theory, using cockroaches (Zajonc, Heingartner, and Herman 1969). Cockroaches have a natural tendency to run from the light to darker areas. In this experiment, Zajonc set up two mazes, one simple and one complex. In both mazes, a light was shown on the cockroach at one end of the maze, which had to get to the darkened box at the end of the maze. The two mazes were both tested with two different conditions. In one condition, the roach was in the maze alone with no observers. In the other condition, there were other roaches observing from audience boxes along the maze. In the simple maze condition, cockroaches found the darkened box faster when there were other roaches observing. In the complex maze condition, however, the cockroaches completed the task slower when other roaches were observing

31. Topic 6

32. In-group and out-group • In- Group: a group with which one feels a sense of solidarity or community of interests; a small group of people who share a particular interest or activity and who do not allow other people to join their group, usually disapprovingly. Sometimes loyalty is observed. • Out- Group: a group that is distinct from one's own and so usually an object of hostility or dislike • In- Group Bias: If we believe that someone else is in a group to which we belong, we will have positive views of them and give them preferential treatment.Thisworks because we build our self-esteem through belonging, and the presence of someone from an in-group reminds us of that belonging. • The opposite of in-group bias is out-group biaswhere, by inference, out-group people are viewed more negatively and given worse treatment. This is the basis of racial inequality. • In-group linguistic bias is where out-group people are described in abstract terms (which depersonifies them) when they conform to the out-group stereotype. Out-group people will be referred to in more specific, concrete terms when they act in unexpected ways.

33. Real World Concepts: Racism, Homophobia, children in the school yard (they tend to form groups and how they treat those not in their gang), sexism. Notice how students in school bully the autistic/special ed children.

34. Ethnocentrism Ethnocentrism: Judging another’s cultural practices by the values and beliefs of one’s own culture Applications: • The Yanomamo of the South American rainforests do many things that we consider savage and unacceptable such as using potent drugs to contact mythological demons and beating their wives in front of enemies to show fierceness. This was all documented by Napoleon Chagnon an Anthropologist of renown. One of his main precepts was to document and not interfere but catholic missionaries went to try and change their culture into something that we consider to be civilized. It is easy to sit back on our own moral compass and say that the Yanomamo should not be allowed to practice these cultural idiosyncrasies but keep in mind that wife beating and drug use are fairly prevalent in our own culture. The practice of wife beating among the Yanomamo is used to diffuse what could turn into a life threatening situation. • Standards of living here are higher than those in Africa, so their working middle class is what people from richer countries consider living in poverty. • Different focuses on education in places with focus on different aspects of life. • Education in Agricultural based societies may focus more on agricultural sciences than physical sciences.

35. Ethnocentrism

36. Prejudice • N. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason

37. Arizona Legalizes Racial Profiling Submitted by Sean Price on April 23, 2010 Hundreds of high school and college students gathered around the state capitol in Phoenix, Arizona, on Friday. They were there to convince Gov. Jan Brewer to veto Senate Bill 1070.  These young protesters were disappointed though. Brewer signed the bill and instantly set back relations between whites and Latinos in Arizona and other parts of the country. The law is designed to identify, prosecute and deport illegal immigrants. As outlined by The New York Times: The police would be authorized to arrest immigrants unable to show documents allowing them to be in the country and the legislation would leave drivers open to sanctions … for knowingly transporting an illegal immigrant, even a relative. It expressly forbids cities from adopting “sanctuary” policies that restrict the police and public workers from immigration enforcement…. In other words, Arizona cops now have a green light for racial profiling—unless anyone seriously thinks that an Irish national with blonde hair and blue eyes who is in Arizona illegally will receive the same scrutiny as an Arizona-born American with darker features.  It was no accident that so many high school students protested the new law. They will be directly affected. Young people are often the chief targets of racial profiling.  And this law will almost surely split up families. In many cases, young people who are U.S. citizens have one or both parents who are undocumented workers. These families already cope with enormous economic pressure.  The Arizona law will almost surely ratchet up their misery. But since undocumented workers are often driven here by far greater dangers and economic pressures, the law is unlikely to do anything to slow down the flow of illegal immigration. Opponents are lining up to attack the new law on constitutional grounds. But even if the challenges succeed, the poison has already been introduced to the state’s racial climate. Gov. Brewer argued that new methods of police training would keep police officers from abusing the law. “I will not tolerate racial discrimination or racial profiling in Arizona,” she declared. If that’s the case, she shouldn’t have signed a law that guarantees it will happen.

38. Discrimination Discrimination- treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs rather than on individual merit

39. Discrimination Examples: • Verbiage that could be interpreted as being offensive, such as comments about someone's race, sex, ancestry, color, age, physical or mental disability, mental status, religion, sexual preference, or veteran status. • Not allowing a student or employee the time away from class or work to observe a religious holiday, or not allowing him or her to make up the time of work lost due to observance of religious holiday • Screening a person out of a job on the basis of age • Treating a student or employee or peer differently because of her/his race • Constantly commenting or kidding about someone's ancestry • Not providing assistance to an employee or student because of a physical or mental disability when you provide this assistance to everyone else • Not being sensitive to others' needs because of their gender • Not listening to, or not taking seriously, suggestions or ideas from someone because of her/his gender • Not giving credit to someone for a well-done effort because of her/his race • Not considering someone for a position because of her or his covered military service

40. Discrimination Some types of discrimination: • Race • Color • National origin • Ancestry • Ethnicity • Gender, Gender Identity & Sexual Harassment • Age • Marital status • Pregnancy • Religion Different Theories -freedom of discrimination in human societies is a fundamental human right, or more precisely, the basis of all fundamental freedoms and therefore the most fundamental freedom -natural social order is characterized by increased discrimination - Some believe social equality should prevail Why do people discriminate? (purpose) People fear what they do not understand. Often it is the folks who can't find a reason for their problems presume that things are different for them because other people are 'different'.

41. Topic Set 7 Altruism, Aggression, and Attraction Nicole Tsoi, Alyssa Guillen, Vicky Comesañas, Emma Needham, MahreenUmatiya

42. Altruism Definition: unselfish behaviors or actions done for the sake of someone else Examples: giving money to charity or doing volunteer work Theories: • Hedonism: the good deed benefits the doer • Gains emotional satisfaction and reduces negative feelings in the doer • Reciprocal Altruism: natural selection favors altruistic animals if the benefit to each is greater than the cost of the altruism • Empathy-Altruism Theory: when we feel empathy for someone, we help them solely for altruistic reasons

43. Aggression Definition: A forceful behavior, action, or attitude that is expressed physically, verbally, or symbolically. Or a behavior that is angry and destructive and intended to be injurious, physically or emotionally, and aimed at domination of one animal by another.  It may arise from innate drives or occur as a defense mechanism, often resulting from a threatened ego. Factors: · Drug intoxication · Alcohol intoxication · Addiction · Alcohol abuse · Illicit drugs · Amphetamine intoxication

44. Attraction "Attraction" refers to all the forces that lead people to like each other, establish friendships, and oftentimes fall in love. Conditions that contribute to exhibiting attraction (what makes people become friends): Proximity - The vast majority of our friends live close to where we live, or at least where we lived during the time period the friendship developed (Nahemow & Lawton, 1975).  Obviously friendships develop after getting to know someone, and this closeness provides the easiest way to accomplish this goal.  Having assigned seats in a class or group setting would result in more friends who's last name started with the same letter as yours (Segal, 1974). Association - We tend to associate our opinions about other people with our current state.  In other words, if you meet someone during a class you really enjoy, they may get more 'likeability points' then if you met them during that class you can't stand. Similarity - On the other hand, imagine that person above agrees with you this particular class is the worse they have taken.  The agreement or similarity between the two of you would likely result in more attractiveness (Neimeyer & Mitchell, 1988) Reciprocal Liking - Simply put, we tend to like those better who also like us back.  This may be a result of the feeling we get about ourselves knowing that we are likable.  When we feel good when we are around somebody, we tend to report a higher level of attraction toward that person (Forgas, 1992; Zajonc & McIntosh, 1992) Physical Attractiveness - Physical attraction plays a role in who we choose as friends, although not as much so as in who we choose as a mate.  Nonetheless, we tend to choose people who we believe to be attractive and who are close to how we see our own physical attractiveness.